Appendices Section
I
SPECIAL EDUCATION RIGHTS
AND RESPONSIBILITIES
Appendices Section
TABLE OF CONTENTS
Appendix Page
A. Sample Letter – Request for Assessment ....................................................... III
B. Sample Letter - Request for Records ............................................................... V
C. Sample Letter - Independent Educational Evaluation Reimbursement ........ VI
D. Sample Letter – Request for Independent Educational Evaluation ............ VIII
E. Sample Letter - Independent Educational Evaluation Reimbursement ........... X
F. Patterns to Look For ....................................................................................... XI
G. Learning Processes: A Diagnostic Framework ............................................ XIV
H. Sample Letter — Request for IEP Meeting .............................................. XXIII
I. Sample Letter – Compliance Complaint ................................................... XXIV
J. Sample Requests for Mediation and/or Hearing (Complaint) and Request
for Stay-Put ............................................................................................... XXVI
K. Request for Mediation and Due Process Hearing ................................... XXVII
L. Parties to Be Named .................................................................................. XXIX
M. Due Process Request for Stay-put ......................................................... XXXIII
Appendices Section
II
N. Mediation and Due Process Hearings under the Individuals with
Disabilities Education Improvement Act of 2004 (IDEA) .................... XXXIV
O. Indicators of Fully Inclusive Programs for Students with Disabilities .. XXXVI
P. Assignment of Educational Decision-Making Authority California
Education Code Section 56041.5 ........................................................ XXXVIII
Q. Sample Letter - Ten-Day Notice of Parent Intent to Place Student in Non-
Public School ......................................................................................... XXXIX
R. Testing Variations, Accommodations, and Modifications .......................... XLI
Appendices Section
III
A. Sample Letter – Request for Assessment
Yolanda Bleu Address
City, State, Zip Code Telephone Number
Date
Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code
Re: Max Bleu
Dear Mr. Verde:
I am writing to refer my son, Max, for assessment to determine if he is eligible for special
education services and support. He is not progressing in school. He is 7 years old and
attends Harvey Milk Elementary School (child’s school of attendance).
(If you believe that your child my be eligible in particular categories, especially Other
Health Impaired, Emotional Disturbance or Autistic-Like, you should specifically say so
and ask that the assessment address those conditions. A standard special educational
assessment looks at cognition, psychological processing and academic achievement, none
of which may be deficient in a student qualifying in one of the above three categories.)
(If you have specialized knowledge or know specific tests, you might add:)
I request that the Local Unified School District (your District) conduct the following
evaluations of my son:
(1) A psychological evaluation to determine his learning potential, using instruments designed for non-oral children such as the Leiter International Performance Scale-Revised or the Hiskey Nebraska Test of Learning Aptitude;
Appendices Section
IV
(2) An evaluation by a non-oral communications specialist. To my knowledge, the district does not have on staff any experts in this field. I have been recommended to Barbara Blanco, Ph.D. in non-oral communication, and unless the district has a comparable expert, I am requesting that you contract with Dr. Blanco to do the non-oral communication evaluation of my son.
(3) An occupational therapy assessment
Note: In every request for initial assessment, you should include a paragraph
requesting that your child also be evaluated under the provisions of Section 504
for any “disabling condition” which would require service accommodations
and/or services that will allow the child to benefit from public education to the
extent that students without disabilities do. (However, do not agree to substitute
a 504 assessment for a special education assessment.) Such a paragraph might
read as follows:
I also request that my son be evaluated under Section 504 of the Rehabilitation Act of
1973 for the presence of any educational service need which may require any
accommodation or program modification not available under special education or if my
child is not found eligible for special education. I also request that the Section 504
Coordinator for Local Unified School District be present at the initial IEP meeting to
discuss the results and recommendations of the Section 504 Evaluation.
I look forward to receiving an assessment plan in 15 days. I hope that these evaluations
can be completed promptly. Thereafter, we can have an IEP meeting to discuss the
results of these evaluations and plan for John’s continued education. Please ensure that I
get copies of the assessment reports one week before the IEP meeting.
Sincerely yours,
Yolanda Bleu
Appendices Section
V
B. Sample Letter - Request for Records
Vena Gourdji- Hernández
Address
City, State, Zip Code
Telephone Number
Date
Stephen Punonbayong Director of Special Education Local Unified School District Address City, State, Zip Code
Dear Mr. Punonbayong:
I am the parent of Sanjay Gourdji- Hernández, who is currently enrolled at the Fred
Korematsu Elementary School in the fifth grade. An IEP meeting has been scheduled for
Sanjay on April 7.
I would like to arrange a time to review my son’s educational records (both his special
education file and cumulative file) at his school within the next five business days, as
required by Cal. Ed. Code Secs. 49069 & 56504. I would like to make copies of some of
his records at that time.
OR
I am writing to request that you provide copies of Sanjay’s educational records for my
review within the next five business days. I would like copies of both his cumulative file
and his special education file.
I cannot afford to pay for the copies of his records. I will call you soon to make
arrangements for my school visit. (OR — Please send the records to my home address.)
Thank you for your cooperation.
Sincerely,
Vena Gourdji- Hernández
Appendices Section
VI
C. Sample Letter -
Independent Educational Evaluation Reimbursement
Yolanda Bleu Address
City, State, Zip Code Telephone Number
Date
Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code
Re: Max Bleu
Dear Mr. Verde:
I am writing to refer my son, Max, for assessment to determine if he is eligible for special
education services and support. He is not progressing in school. He is 7 years old and
attends Harvey Milk Elementary School (child’s school of attendance).
(If you believe that your child my be eligible in particular categories, especially Other
Health Impaired, Emotional Disturbance or Autistic-Like, you should specifically say so
and ask that the assessment address those conditions. A standard special educational
assessment looks at cognition, psychological processing and academic achievement, none
of which may be deficient in a student qualifying in one of the above three categories.)
(If you have specialized knowledge or know specific tests, you might add:)
I request that the Local Unified School District (your District) conduct the following
evaluations of my son:
(1) A psychological evaluation to determine his learning potential, using instruments designed for non-oral children such as the Leiter International Performance Scale-Revised or the Hiskey Nebraska Test of Learning Aptitude;
(2) An evaluation by a non-oral communications specialist. To my knowledge, the district does not have on staff any experts in this field. I have been
Appendices Section
VII
recommended to Barbara Blanco, Ph.D. in non-oral communication, and unless the district has a comparable expert, I am requesting that you contract with Dr. Blanco to do the non-oral communication evaluation of my son.
(3) An occupational therapy assessment
Note: In every request for initial assessment, you should include a paragraph
requesting that your child also be evaluated under the provisions of Section 504
for any “disabling condition” which would require service accommodations
and/or services that will allow the child to benefit from public education to the
extent that students without disabilities do. (However, do not agree to substitute
a 504 assessment for a special education assessment.) Such a paragraph might
read as follows:
I also request that my son be evaluated under Section 504 of the Rehabilitation Act of
1973 for the presence of any educational service need which may require any
accommodation or program modification not available under special education or if my
child is not found eligible for special education. I also request that the Section 504
Coordinator for Local Unified School District be present at the initial IEP meeting to
discuss the results and recommendations of the Section 504 Evaluation.
I look forward to receiving an assessment plan in 15 days. I hope that these evaluations
can be completed promptly. Thereafter, we can have an IEP meeting to discuss the
results of these evaluations and plan for John’s continued education. Please ensure that I
get copies of the assessment reports one week before the IEP meeting.
Sincerely yours,
Yolanda Bleu
Appendices Section
VIII
D. Sample Letter –
Request for Independent Educational Evaluation
Yolanda Bleu Address
City, CA Zip Code Telephone Number
Date
Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code
Re: Max Bleu
Dear Mr. Verde:
We have just received the psychological evaluation of our son, Max, which was
completed by district personnel. We disagree with this evaluation. Since we believe it is
inadequate and does not show an accurate picture of our son’s intellectual functioning,
we would like to obtain an independent assessment at public expense.
If you believe an independent evaluation is needed, give a brief description of current
functioning and suspected disability when you write your request. Then state the
rationale for having an independent evaluation at public expense, such as:
(1) There is no one on the district staff who is qualified to perform the evaluation.
(2) You believe the district relied on insufficient testing when it made recommendations at the IEP meeting.
(3) The school district results are at odds with other testing done on your child, so clarification is needed.
Federal regulations make it clear that you must respond to our request “without
unnecessary delay.” We look forward to working with you to collaboratively agree on a
Appendices Section
IX
qualified independent assessor and begin to move ahead with the independent assessment
in accordance with federal and state assessment requirements. Please respond to our
request as soon as possible.
Sincerely yours,
Yolanda Bleu
Appendices Section
X
E. Sample Letter - Independent Educational Evaluation
Reimbursement
Yolanda Bleu Address
City, CA Zip Code Telephone Number
Date
Victor Verde
Director of Special Education
Local Unified School District
Address
City, CA Zip Code
Re: Max Bleu
Dear Mr. Verde:
We have just received the psychological evaluation of our son, Max, which was
completed by district personnel. We disagree with this evaluation. Since we
believe it is inadequate and does not show an accurate picture of our son’s
intellectual functioning, we plan to obtain an independent assessment at public
expense.
After the independent assessment is completed, we will submit bills for the
assessor’s services to you for reimbursement. Further, we would like to
postpone the upcoming IEP meeting for 3 weeks so that the independent
assessment is available for the team’s review.
Sincerely yours,
Yolanda Bleu
If you believe an independent evaluation is necessary, add rationale. See box in
previous letter.
Appendices Section
XI
F. Patterns to Look For
All children exhibit some of the following behaviors at times. It is important to
separate occasional from persistent behavior, and not to worry about an isolated
incident which could be totally insignificant for the child as a whole.
IN INFANCY
Trouble with nursing or sucking or
digesting
Absence of creeping or crawling
Resistance to cuddling and body
contact
Delay in sitting, standing or walking
Lack of response to sounds; excessive
response to sounds
Delay in learning to talk
Trouble following movements with his
eyes
IN PRE-SCHOOL YEARS:
Inability to follow directions Unusual quietness and inactivity
Impulsive and uncontrolled behavior Excessive craving for sweets
Excessive crying and undisturbed sleep Poor eating habits
Poor sense of rhythm; uneven walk Constant interrupting and persistent
chatter
Fear of swings and slides Excessive repetition in speaking,
questioning, or playing. Tendency to
become more upset with people around
Appendices Section
XII
than when alone
Frequent falls and tendency to bump
into things
Language problems as evidenced by
delayed talking and garbled speaking
Purposeless hyperactivity Tendency to be fearless, climbing
counters and roofs with no concern
IN SCHOOL YEARS:
Very poor handwriting Excessive activity which seems purposeless, restless and undirected
Difficulty cutting with scissors and coloring inside lines
Unusual inactivity characterized by daydreaming and inner distraction
Inability to tie shoelaces, button clothes, or use hands well
Clumsiness and awkwardness in throwing and catching balls
Trouble in matching shapes and sizes: squares, circles, triangles
Difficulty in skipping, hopping and jumping
Confusion in discriminating between letters, words and numbers: “b” and “d”, “was” and “saw”, 6 and 9
Trouble with game playing and following group rules
No understanding of the difference between up and down, in and out, left and right, front and back
Confused sense of time or distance
Good verbal ability, but trouble in reading
Emotional instability; explosions for no apparent reason
Mechanical reading without comprehension
Tendency to be extremely literal or humorless
Difficulty in expressing ideas Excessive gullibility
Appendices Section
XIII
Erratic school work Extremely uneven performance in testing with some potential high, and some way below normal
Copyright 1975 CANHC, Contra Costa West Chapter P. O. Box 515, San Pablo, CA 94806
Reprinted with permission from CANHC.
Appendices Section
XIV
G. Learning Processes: A Diagnostic Framework
Copyright © 1998 Martha Lewis Kentfield
Process Definition Tests Which Give Information
Cognition/ Intelligence
Ability to reason, to think abstractly, and to solve problems.
Wechsler Tests: WISC-III, WAIS-III, WPPSI-R
Stanford-Binet: Fourth Edition
Differential Ability Scales (DAS)
Bayley Scales of Infant Development-Second Edition
Verbal Intelligence
Ability to use cognitive processes which rely primarily on verbal language.
Wechsler: Verbal Scales
Stanford-Binet: FE-Verbal Comprehension Factor
DAS: Verbal Ability Nonverbal Intelligence
Ability to use cognitive processes which do not rely primarily on verbal language.
Wechsler: Performance Scales
Stanford-Binet: FE - Nonverbal Reasoning/Visualization Factor
DAS: Nonverbal Ability
Kaufman Assessment Battery for Children (K-ABC): Nonverbal Scale
Leiter International Performance Scale-Revised
Raven’s Progressive Matrices
Matrix Analogies Test-Expanded Form
Language
Process Definition Tests Which Give Information
Receptive Verbal Language
Ability to understand incoming spoken language.
Wechsler: Verbal Scales Test of Language Development-Third Edition (TOLD-3): Listening Composite
Appendices Section
XV
G. Learning Processes: A Diagnostic Framework
Copyright © 1998 Martha Lewis Kentfield
Process Definition Tests Which Give Information
Test of Auditory Comprehension of Language-Revised Clinical Evaluation of Language Fundamentals (CELF-3): Receptive Subtests Peabody Picture Vocabulary Test-Third Edition Oral and Written Language Scales (OWLS): Listening Comprehension
Expressive Verbal Language
Ability to convey ideas and relate information through oral language.
Wechsler: Verbal Scales TOLD-3: Speaking Composite CELF-3: Expressive Subtests Woodcock-Johnson, Revised-Tests of Cognitive Ability (WJ-R COG): Oral Language Cluster Expressive Vocabulary Test (EVT) OWLS: Oral Expression Speech Exam and Language Sample
Receptive Nonverbal Language
Ability to derive meaning from pictures, gestures, and facial expressions, and to interpret social situations without verbal clues.
Wechsler: Picture Completion, Picture Arrangement, Object Assembly Stanford-Binet: FE - Absurdities K-ABC: Gestalt Closure, Photo Series, Face Recognition Observations of behavior
Expressive Nonverbal Language
Ability to convey meaning through gestures, facial expressions, and drawings.
Goodenough-Harris Drawing Test Kinetic Family Drawing ITPA: Manual Expression Observations of behavior
Auditory Skills
Process Definition Tests Which Give Information
Auditory Ability to detect Wepman Auditory Discrimination Test-
Appendices Section
XVI
G. Learning Processes: A Diagnostic Framework
Copyright © 1998 Martha Lewis Kentfield
Process Definition Tests Which Give Information
Discrimination subtle likenesses and differences between speech sounds.
2nd Edition Test of Auditory Perceptual Skills-Revised (TAPS-R): Auditory Word Discrimination Goldman-Fristoe-Woodcock Test of Auditory Discrimination
Auditory Analysis
Ability to break words into syllables and/or discrete sound components.
WJ-R, Cognitive: Incomplete Words Slingerland: Test 7, Echolalia Auditory Analysis Task (plant = p-l-a-n-t)
Auditory Synthesis
Ability to combine supplied sounds or syllables into words (sound blending).
WJ-R, Cognitive: Sound Blending Mann-Suiter Sound Blending
Auditory Immediate Memory
Ability to retain information just heard for a short period of time (no storage involved).
Wechsler: Digit Span Stanford-Binet: FE-Memory for Sentences, Memory for Digits K-ABC: Number Recall, Word Order WJ-R, Cognitive: Memory for Sentences, Memory for Words Detroit Tests of Learning Aptitude-Third Edition (DTLA-3): Sentence Imitation, Word Sequences, Story Sequences Wide Range Assessment of Memory and Learning (WRAML): Verbal Scale
Auditory Recent Memory
Ability to store and recall recently heard auditory material.
Slingerland: Tests 6, 8 Rey Auditory-Verbal Learning Test WRAML: Verbal Learning, Verbal Learning Recall, Story Memory Recall
Appendices Section
XVII
G. Learning Processes: A Diagnostic Framework
Copyright © 1998 Martha Lewis Kentfield
Process Definition Tests Which Give Information
Auditory Remote Memory
Ability to store and recall auditory material heard several months or years earlier.
Wechsler: Information, Similarities, Vocabulary, Comprehension Stanford-Binet: FE - Vocabulary, Comprehension, Verbal Relations WJ-R, Achievement: Knowledge Cluster Peabody Individual Achievement Test-Revised: General Information (1997 Norms)
Visual Skills
Visual Discrimination
Ability to detect subtle likenesses and differences in visual stimuli such as symbols, pictures, and designs.
Wechsler: Performance Scale WJ-R, Cognitive: Visual Matching, Cross Out Motor Free Visual Perception Test-Revised Slingerland: Test 4 Test of Visual Perceptual Skills-Revised (TVPS-R): Visual Discrimination
Visual Analysis Ability to identify the parts of a visual stimulus and to differentiate figure from ground.
Wechsler: Performance Scale K-ABC: Gestalt Closure, Triangles, Matrix Analogies, Photo Series Slingerland: Tests 1, 2, 3, 8 Motor Free Visual Perception Test-Revised Jordan Left-Right Reversal Test-Revised Edition Observations of word list and paragraph reading
Visual Skills
Process Definition Tests Which Give Information
Appendices Section
XVIII
Visual Skills
Visual Analysis/Syn-thesis
Ability to identify the parts of a visual stimulus and to combine visual elements into a whole.
Wechsler: Picture Arrangement, Block Design, Object Assembly K-ABC: Triangles, Photo Series Raven’s Progressive Matrices Stanford-Binet: FE-Pattern Analysis
Visual Immediate Memory
Ability to retain information just seen for a short period of time (no storage involved).
Wechsler: Coding Stanford-Binet: FE-Bead Memory, Memory for Objects K-ABC: Hand Movements, Spatial Memory WJ-R, Cognitive: Picture Recognition WRAML: Visual Scale
Visual Recent Memory
Ability to store and recall recently seen visual information.
Slingerland: Tests 3, 5 Ray-Osterrieth Complex Figure Drawing (ROCF) Weekly spelling tests WRAML: Visual Learning, Visual Learning Recall
Visual Remote Memory
Ability to store and recall visual information seen several months or years earlier.
Wechsler: Picture Completion, Object Assembly Achievement tests: word recognition, oral reading, spelling
Visual-Spatial Orientation
Ability to perceive spatial relationships involving one’s own body and the environment. Ability to organize and interpret spatial relationships on a two-dimensional level as in copying, writing or reading.
Slingerland Tests: 1, 2 Bender Visual-Motor Gestalt Test Jordan Left-Right Reversal Test-Revised Wechsler: Block Design Stanford-Binet: FE-Pattern Analysis Observations of written work, reading, and behavior
Appendices Section
XIX
Visual Skills
Visual Scanning Ability to investigate visual material in a systematic, organized way.
Slingerland: Tests 3, 4, 8 Motor Free Visual Perception Test-Revised Jordan Left-Right Reversal Test-Revised Observations of paragraph reading
Motor Skills
Fine Motor Coordination
Ability to control fine muscle movements, as in writing, drawing and cutting.
Wechsler: Coding, Mazes Stanford-Binet: FE - Copying Bender-Gestalt Developmental Test of Visual-Motor Integration (VMI)-Fourth Edition Slingerland: Tests 1, 2, 5, 6 Observations of writing, drawing, cutting, and coloring
Fine Motor Coordination – Speech
Ability to coordinate articulatory movement patterns for speech.
Speech Exam Slingerland: Echolalia
Tactile-Kinesthetic Discrimination
Ability to identify and interpret information gained through touch and movement.
Task: Examiner moves child’s fingers to form letters or numbers with eyes closed; child identifies
Kinesthetic Memory
Ability to remember information gained through movement.
Task: Examiner teaches a new word through repeated writing; child reproduces later Observation of motor patterns in writing
Gross Motor Coordination
Ability to coordinate large muscle movements as in running, walking, skipping and throwing.
Bruininks-Oseretsky Test of Motor Proficiency Observation of gross motor activities
Appendices Section
XX
Motor Skills
Process Definition Tests Which Give Information
Modality Integration
Ability to transfer information from one sensory modality to another. Ability to coordinate two or three modalities in the production of outgoing responses.
Slingerland Halstead-Reitan and Reitan-Indiana Neuropsychological Test Batteries WJ-R, Cognitive: Visual-Auditory Learning WRAML: Sound Symbol Comparisons of performance on academic tasks such as reading, copying, and dictated spelling
Social and Emotional Adjustment
Process Tests Which Give Information
Self-Concept and Relationships with Others
Projective Drawing Tests Apperception Tests (CAT, TAT, Roberts) Piers-Harris Children’s Self-Concept Scale (updated norms) Sentence Completion Tests Rorschach Psychodiagnostic Test Millon Adolescent Personality Inventory
Social Maturity and Appropriateness of Behavior
Woodcock-Johnson Scales of Independent Behavior-Revised (SIB-R) Vineland Adaptive Behavior Scale Developmental Profile II Achenbach Child Behavior Checklist (CBCL/4-18) Achenbach 1991 Teacher’s Report Form Conners Parent & Teacher Rating Scales-Revised Behavior Evaluation Scale-2
Academic Skills and Achievement
Process Definition Tests Which Give Information
Reading and Phonics Skills
Ability to decode unfamiliar words, to recognize familiar
Wechsler Individual Achievement Test (WIAT): Reading Composite Woodcock-Johnson, Revised-Tests of
Appendices Section
XXI
Academic Skills and Achievement
Process Definition Tests Which Give Information
words, and to understand written material.
Achievement (WJ-R ACH): Reading Subtests Kaufman Test of Educational Achievement (K-TEA): Reading Composite (1997 Norms) Ekwall Reading Test Informal survey of phonics skills
Spelling Skills Ability to encode words in written form. Use of spelling rules, visual recall, and auditory analysis skills in encoding words.
WIAT: Spelling K-TEA: Spelling (1997 Norms) Wide Range Achievement Test-3 (WRAT-3): Spelling Test of Written Spelling-3 Dictated Spelling Tasks
Handwriting Skills
Neatness, spatial organization, and knowledge of manuscript and/or cursive alphabets.
WIAT: Written Expression Test of Written Language-Third Edition (TOWL-3) Slingerland, Tests 1, 2, 5, 6 Alphabet Writing Task Classroom Writing Samples
Written Language Skills
Ability to organize and relate ideas in written form. Knowledge of written language mechanics skills.
WIAT: Writing Composite Test of Written Language-Third Edition Test of Early Written Language-Second Edition (TEWL-2) WJ-R, Achievement: Written Language Subtests OWLS: Written Expression Scale
Mathematics Skills
Ability to perform arithmetic computations and to solve problems involving mathematical concepts and reasoning.
WIAT: Mathematics Composite Key Math-Revised (1997 Norms) WJ-R, Achievement: Mathematics Subtests K-TEA: Mathematics Composite (1997 Norms) WRAT-3: Arithmetic
Appendices Section
XXII
Academic Skills and Achievement
Process Definition Tests Which Give Information
Hearing Pure Tone Audiometric Screening Tympanometry
Keenness of vision
Snellen Vision Screening Titmus Test
Physical Health and Development
Goldstein Childhood History Form (Revised) Health & Developmental Interview Neurodevelopmental Exam
Appendices Section
XXIII
H. Sample Letter — Request for IEP Meeting
Wen Chao Address
City, CA Zip Code Telephone Number
Date
Rivka Bader-Auva’a
Director of Special Education
Local Unified School District
Address
City, CA Zip Code
Re: Erik Chao
Dear Dr. Banks-Auva’a:
I am the parent of Erik Chao, who is currently enrolled in 5th grade at César Chávez Elementary School in the special day class for students with learning disabilities.
I am requesting that an IEP meeting be held for my son as soon as possible. He has been having some problems at school and has been suspended once. I think his program may need to be modified to address his individual needs.
I am also requesting that a behavioral assessment be completed before the meeting and that I receive a copy of this assessment and all of Erik’s school records regarding the suspension prior to the IEP meeting. [Optional: In addition, please have the Section 504 Coordinator for the local unified school district present at the IEP meeting to discuss whether assessment and/or accommodations under Section 504 of the Rehabilitation Act of 1973 might be indicated for Erik.]
Since I work in the afternoon, a morning IEP meeting would be convenient for me. If you have questions or need to discuss this letter further, please call me at work at (777) 555-5555.
Thank you in advance for your prompt action regarding this request.
Sincerely,
Wen Chao
Appendices Section
XXIV
I. Sample Letter – Compliance Complaint
Yasmine Alghazi Address
City, CA Zip Telephone Number
Date
Complaint Management and Mediation Unit
Special Education Division
California State Department of Education
1430 N Street
Sacramento, CA 95814
Dear Sir or Madam:
This is a special education compliance complaint. [5 C.C.R. Secs. 4600 and
following.] I feel that Local Unified District (LUSD) is out of compliance with
federal and state special education laws.
My child’s name is Amir, and he is seven years old and attends the César Chávez
Elementary School. He is developmentally delayed and has a physical disability,
which requires him to use crutches. I had the following problems with my district:
NOTE: Pick the problems that apply to your child’s situation. If you have a
different problem from those listed, describe the situation fully and include the part
of the law that has been violated. If you do not know the law that has been
violated, the CDE should match the correct law to your situation.
(1) I never consented to psychological assessments done by the district on January 21. (Failure to get written parental consent for assessment, Cal. Ed. Code Sec. 56321.)
(2) When I asked the district for a copy of the tests done by the psychologist, they refused to give me a copy. (Failure to provide parent with requested records, 34 C.F.R. Sec. 300.501; Cal. Ed. Code Sec. 56504.)
(3) At the February 8, 1986, IEP meeting, LUSD refused to write down in the IEP the need for, and frequency and duration of, physical therapy
Appendices Section
XXV
services (related services). (Failure to provide frequency and duration of related service, 34 C.F.R. Sec. 300.320(a)(7); 5 C.C.R. Sec. 3051.)
(4) Amir’s IEP states that he will have lunch and music class with nondisabled students, but the district has not provided these opportunities. (Failure to implement the IEP; failure to provide least restrictive environment; 34 C.F.R. Sec. 300.114-117.)
(5) Amir’s IEP states that he is to receive speech therapy twice a week for 30 minutes but LUSD says they do not have a therapist available. (Failure to implement the IEP.)
In order to resolve this complaint, I am asking for the following remedies:
Order the district to allow me access to my child’s records;
(1) Order the district to get my consent before future assessments;
(2) Order the district to allow Amir to have lunch and music class with nondisabled students as per his IEP;
(3) Order the district to modify the IEP to state that physical therapy three times per week, 30 minutes per week must be provided; and,
(4) Order the district to immediately begin the twice weekly speech therapy sessions specified in Amir’s IEP.
(5) Order the district to arrange to provide make up speech therapy sessions for all sessions my son missed while the speech therapist was unavailable.
I have enclosed a copy of my child’s IEP and a letter to the district asking for a copy of the psychologist’s report.
Because my complaint involves a matter which calls for direct State Department of Education intervention pursuant to Title 5 of the California Code of Regulations Section 4650(a)(7), I have not filed with the local district. Rather, I request direct state intervention in this matter.
I ask for immediate investigation and resolution, as my child cannot afford to wait for these services. Thank you for your assistance.
Very truly yours,
Yasmine Alghazi
Appendices Section
XXVI
J. Sample Requests for Mediation and/or Hearing
(Complaint) and Request for Stay-Put
Blank forms for requesting mediation-only or for requesting a due process hearing
are available at www.oah.dgs.ca.gov. Click on Special Education. Click on
Forms. Click on Special Education Forms. Click on Mediation and Due Process
Hearing Request Form or click on Mediation ONLY Request Form. You may also
phone OAH for forms at (916) 263-0880. FAX: (916) 376-6319.
On the following pages you will find an excerpt of a sample complaint form as
well as a sample Request for Stay-Put. Another important form on the OAH
website is the “Request for Continuance of Initial Special Education Due Process
Hearing Date and Initial Mediation Date.” On the website, you may also wish to
review OAH’s Parent Manual and Frequently Asked Questions.
Appendices Section
XXVII
K. Request for Mediation and Due Process Hearing
IMPORTANT: This form is designed to assist parties in requesting mediation
services and a due process hearing. Provide all information requested. Failure to
provide all information may result in delay or dismissal of your hearing request.
OAH will send you a notice that identifies your mediation and Hearing Dates
OAH will also send you a list of attorneys and advocates who provide free and
reduced cost services.
This is a request for Hearing and Mediation X □ Hearing Only
This Request is being initiated by the X Parent □ School District (or other LEA)
STUDENT INFORMATION PARENT INFORMATION
Alex Z. Van Z.
First and Last Name (Required) First and Last Name
Street Address (Required) Street Address
City, Zip Code (Required) City, Zip Code
January 1, 2000
Date of Birth Home Phone
Third Grade None
Grade Level Work Phone
English (510) 555 - 1111
Student’s Primary Language (Required)
Cell Phone
Susan B. Anthony Elementary None
School of Attendance (Required) Fax
Appendices Section
XXVIII
Local Unified School District
District of Residence (Required)
Is the Student a person of color? Please check the appropriate box. (California Department of Education requirement)
XYes □No □ Decline to State
Appendices Section
XXIX
L. Parties to Be Named
INSTRUCTIONS; please list the Parties to be named in the Due Process Hearing
Request. This includes any school district, county office of education or other
public agencies responsible for providing services you feel should be a party in the
hearing. (Use additional sheets if necessary)
Stefan Rosier, Special Education Director
Local Unified School District
City/CA/Zip
Party and Address
Hamad Bejar, Superintendent
Local Unified School District
City/CA/Zip
Party and Address
Statement of Reason(s) for Request: Federal and state law require you describe with
specificity the nature of the problem(s)/complaint(s). Simply describing a problem
as “Student denied FAPE for school year 2005-2006" is sufficient Include facts,
dates, references to specific IEP provisions, etc. Lack of specificity in identifying
problem(s)/complaint(s) may result in the dismissal of this Due Process Hearing
Request.
Proposed Resolution for each Problem/Complaint: Federal law requires that you
provide a proposed resolution to each identified problem/complaint to the extent
known. Again, please be as specific as possible proposed resolution that the
District "provide a Free Appropriate Public Education (FAPE)" is insufficient.
In the space below please identify specific problem(s)/complaint(s) and a proposed resolution for each to the extent known. All that is required and recommended is a simple, clear, concise statement of the problem/complaint. If you run out of space, use additional sheets with the same format. Lengthy narratives often create more
Appendices Section
XXX
confusion than clarity and are not a substitute for clear statement of the dispute. If a narrative is included, attach it to your Request
Problem/Complaint #1: Alex Z. is being denied education in the least restrictive
environment. At two IEP meetings (11/29/2010 and
2/11/2011) Local Unified School District denied requests for
Alex to be placed in a general education fourth grade
classroom. The District’s only offer of placement has been
in a segregated classroom for the severely disabled.
Proposed Resolution #1: The Local Unified School District will agree to immediately
place Alex Z. in a general education fourth grade classroom
as a fully included student, at any school site that is
agreeable to both parents and school district.
Problem/Complaint #2: Local Unified School District is clearly violating the law.
The district’s only offer Alex’s educational program for the
2010/2011 school year is continued placement in a
segregated classroom. This offer clearly does not fulfill the
mandates of state and federal law to provide a free and
appropriate education in the least restrictive environment.
Proposed Resolution #2: A consultant, trained in the development of inclusive
educational programs, will provide training and support in
curricular adaptations and/or modifications, classroom
participation plans, social support plans and strategies to any
and all teachers working with Alex Z. All fees for the
consultant services shall be paid by the Local Unified
School District.
Problem/Complaint #3:
Appendices Section
XXXI
Proposed Resolution #3
Problem Complaint #4
Proposed Resolution #4
Proposed Complaint #5
Proposed Resolution #5
Problem Compliant #6
Proposed Resolution #6
Appendices Section
XXXII
Necessity of interpreter
Person(s) needing interpreter services: Language:
Van Z. Vietnamese
Signature of Party Requesting Due Process Hearing
Please Print Name in this block: Van Z.
Please Sign Name in this block: /s/ Date 4/07/2011
Statement of Service
INSTRUCTIONS: Federal and state law require you to send or deliver a copy of
this Request to each of the named parties. Additionally, you must send or deliver a
copy to The Office of Administrative Hearings. Retain a copy for yourself. Please
indicate your compliance with this requirement by checking the appropriate box
below.
I have provided a copy of this Request for Due Process Hearing and Mediation to all the named parties and to the Office of Administrative Hearings by:
X First Class Mail □ Facsimile Transmission □ Messenger Service (UPS, FedEx, Other courier service) Please attach proof
of service □ Personal Delivery (If other than requestor please name
person who made service) /s/ Van Z. Signature of person completing this Statement of Service
Appendices Section
XXXIII
M. Due Process Request for Stay-put
Parents may wish to include a paragraph, similar to the following paragraph, in
order to request stay-put:
Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks Drive
Sacramento, CA 95833
Fax: (916) 376-6319
I am writing to request a stay-put order from the Hearing Office pursuant to
20 U.S.C. Sec. 1415(j), Cal. Ed. Code Sec. 56505(d), and 5 C.C.R. Sec. 3042(a).
My child’s last-agreed-upon special education program and placement is reflected
by the attached IEP which specifies placement in/at: _______________________
and includes the following services and service frequencies:
__________________________________________________________________
__________________________________________________________________.
The district has threatened to terminate [or change] [or has actually
terminated or changed] my child’s last-agreed-upon program/placement as follows:
__________________________________________________________________
__________________________________________________________________.
I respectfully request the Hearing Office to immediately issue a stay-put
order which restores my child’s program / placement to its status quo prior to the
district’s unilateral [or threatened] actions pending the results of the due process
hearing.
Sincerely,
Appendices Section
XXXIV
N. Mediation and Due Process Hearings under the
Individuals with Disabilities Education Improvement
Act of 2004 (IDEA)
IDEA provides tor mediation and due process hearings to resolve disputes relating
to the education of children with disabilities to ensure that each child receives a
Free and Appropriate Public Education (FAPE) tailored to his/her unique needs.
The process is initiated by serving a completed Request for Due Process Hearing
and Mediation (generally called a Complaint) on the persons or entities you name as
parties to the proceeding.
Attached is a form that you may use to request a due process hearing and mediation
on behalf of a particular child. You should be aware that the IDEA has very specific
requirements regarding the information to be included on the request. If the
information requested is incorrect, incomplete or not provided, your request for a due
process hearing may be delayed until the request meets legal requirements.
Your request must be sent to all of the parties you have identified and a copy
provided to the Office of Administrative Hearings
If you need assistance in completing this form or have questions about the due
process hearing and Mediation process, assistance is available by contacting the
Office of Administrative Hearings at the numbers identified below.
Office of Administrative Hearings Tel. (916) 263-0880 Special Education Division Fax (916) 376-6319 2349 Gateway Oaks Dive, Suite 200 Sacramento, CA 95833
BEFORE FILLING OUT THIS REQUEST PLEASE TAKE THE TIME TO
READ THE FOLLOWING EXCERPTS FROM APPLICABLE FEDERAL
STATUTES:
The Request for Due Process Hearing and Mediation (Complaint) shall include”
“The name of the child, the address of the residence of the child (or available
contact information in the case of a homeless child), and the name of the
school the child is attending...” (20 U.S.C. Sec.1415(b)(7)(A)(ii)(I));
Appendices Section
XXXV
“A description of the nature of the problem of the child relating to such
proposed initiation or change, including facts relating to such problem. (20
U.S.C Sec. 1415 (b)(7)(A)(ii)(III)) and
“A proposed resolution of the problem to the extent known and available to
the party at the time.” (20 U.S.C Sec. 1415 (b)(7)(A)(ii)(IV))
Either party now has the right to challenge the sufficiency of any Complaint.
(20 U S C. Sec. 1415 (c)(2)(A))
The party filing the Complaint is not entitled to a due process hearing if the
Complaint does not comply with 20 U.S.C. Sec. 1415(b)(7)(A). (20 U.S.C.
Sec. 1415 (b)(7)(B))
The determination of whether a Complaint is sufficient and in compliance
with the requirements of 20 U S.C. Sec. 1415(b)(7)(A), shall be made by an
administrative law judge solely on the content of the Complaint. (20 U.S.C
Sec. 1415(c)(2)(D))
A party may amend its Complaint only if: (I) the other party consents in
writing and a Resolution Session is held; or (II) if permitted by the
Administrative Law Judge. (20 U.S C. Sec. 1415(c)(2)(E)(i))
All timelines, including those for a Resolution Session, start over upon the
filing of an amended Complaint. (20 U S C. Sec. 1415(c)(2)(E)(ii))
Appendices Section
XXXVI
O. Indicators of Fully Inclusive Programs for Students
with Disabilities
The following characteristics are indicators of fully inclusive programs for students
with disabilities. They can serve as guidelines in planning for inclusion and also as
a means for maintaining the integrity of the term, Inclusive or Supported
Education.
Students are members of chronologically age-appropriate general education
classrooms in their normal schools of attendance, or in magnet schools or schools
of choice when these options exist for students without disabilities.
(1) Students move with peers to subsequent grades in school.
(2) No special class exists except as a place for enrichment activities for all students.
(3) Disability type or severity of disability does not preclude involvement in full inclusion programs.
(4) The special education and general education teachers collaborate to ensure:
a. The student’s natural participation as a regular member of the class;
b. The systematic instruction of the student’s IEP objectives; and
c. The adaptation of core curriculum and/or materials to facilitate student participation and learning.
(5) Effective instructional strategies (e.g., cooperative learning, activity based instruction, whole language) are supported and encouraged in the general education classroom.
(6) The staff to student ratio for an itinerant special education teacher is equivalent to the special class ratio and aide support is at least the level it would be in a special class.
(7) Supplemental instructional services (e.g. communication, mobility, adapted P.E.) are provided to students in classrooms and community settings through a transdisciplinary team approach.
Appendices Section
XXXVII
(8) Regularly scheduled collaborative planning meetings are held with general education staff, special education staff, parents and related-service staff in attendance as indicated, in order to support initial and ongoing program development and monitoring.
(9) There is always a certificated employee (special education teacher, resource specialist or other) assigned to supervise and assist any classified staff (e.g., paraprofessional) working with specific students in general education classrooms.
(10) Special education students who are fully included are considered a part of the total class count for class size purposes. * * *
(11) General ability awareness is provided to staff, students and parents at the school site through formal or informal means, on an individualized basis. This is most effective when ability awareness is incorporated with general education curriculum.
(12) Plans exist for transition of students to next classes and schools of attendance in inclusive situations.
(13) Districts and SELPAs obtain any necessary waivers of the Education Code to implement supported education.
(14) Supported education efforts are coordinated with school restructuring at the district and site level.
In summary, all students are members of the general education classroom, with
some students requiring varying levels of support from special education. Hence
the term, “Supported Education.” This term, though synonymous with “Full
Inclusion,” is explicit in acknowledging the importance of providing support
services within the regular classroom, when necessary, to ensure a quality
educational program.
PEERS 1992
With appreciation to Dr. Wayne Sailor, “Special Education in the Restructured
School” Remedial and Special Education, 12, 6 (1991). 1992 DRAFT
Authors: Neary, T.; Halvorsen, A.; and Smithey, L. Inclusive Education, Sacramento, PEERS Project
Appendices Section
XXXVIII
P. Assignment of Educational Decision-Making Authority
California Education Code Section 56041.5
I, ________________________, having reached the age of 18 years, having
never been determined to be incompetent for any purpose by a court of competent
jurisdiction, and having received, at the age of majority, all educational decision-
making authority pursuant to California Education Code section 56041.5, hereby
authorize my parent, _______________________, to make any and all decisions
for me regarding my entitlement to a Free Appropriate Public Special Education.
Such authority shall include, but is not limited to:
(1) Filing complaints with any public agency, such as the California Department of Education and U.S. Department of Education, Office for Civil Rights;
(2) Initiating and pursuing special education due process proceedings pursuant to California Education Code section 56500, et seq. and any judicial appeals thereof;
(3) Attending IEP meetings and due process mediations and pre-due process mediations and signing IEP documents and mediation agreements with the same legal effect and authority as I would have absent this assignment;
(4) Authorizing or refusing to authorize assessments, services, or placements;
(5) Obtaining copies of any of my educational, psychological, medical, behavioral, or juvenile justice records, or any other materials and information related in any way to my special education, related services, supplementary aids and services, or transition services;
(6) Receiving information orally from any individual or agency (public or private) regarding my special education rights or services;
(7) Exercising any other right or action on my behalf concerning my education with the same authority as I would have absent this assignment.
A photocopy or facsimile of this document shall have the same effect as the
original.
Dated: _________________________________
Appendices Section
XXXIX
Q. Sample Letter - Ten-Day Notice of Parent Intent to
Place Student in Non-Public School
W C Address
City, CA Zip Code Telephone Number
Date
Director of Special Education
Local Unified School District
Address
City, CA Zip Code
Re: TYESHA R. ROBINSON (Date of Birth - 11/25/2001) –
NOTICE OF INTENT TO PLACE AT FELDMANN ACADEMY
Dear Mr. __________:
My daughter, Tyesha, is currently attending Washington Middle School, and is
having extreme difficulty in meeting her IEP goals and making academic gains,
especially in the areas of math and writing. Her behavior in school has also
worsened. It has become increasingly clear to me that her educational needs are
not being met. Tyehsa is falling farther and farther behind her classroom peers.
She is not benefiting from the specially designed instruction that is being given in
her current public school program.
[Optional: I believe that the educational program and placement offered to her by
the district at her most recent IEP is inadequate to meet her needs.]
Therefore, I will be placing my child at the Feldmann Academy – a non-public
school that serves students like Tyesha. Her first day at the Feldmann Academy
will be ________. Once she is placed, I intend to seek reimbursement from the
district for the costs of this appropriate specially designed instructional program.
Since the public schools are not meeting her educational needs, I believe that this
non-public school placement should be at "public expense." I will submit an
invoice from the Academy and proof of her attendance.
Appendices Section
XL
I look forward to your response . I would be very happy to hear of your willingness
to offer assistance for Tyesha.
Sincerely,
Gloria Robinson
Cc: IEP Team
Appendices Section
XLI
R. Testing Variations, Accommodations, and Modifications
Testing Variations, Accommodations, and Modifications
STAR Program
Test Variation (1)
Accommodation (2)
Modification (3)
CST STS CAHSEE CELDT Physical
Fitness
Test administration directions that are
simplified or clarified (does not apply to
test questions)
ALL ALL ALL ALL ALL
Student marks in test booklet (other
than responses) including highlighting
ALL
For grades 2
and 3 marks
must be
removed to
avoid
scanning
interference
or
transcribe.
ALL
For grades 2
and 3 marks
must be
removed to
avoid
scanning
interference
or
transcribe.
ALL
ALL
Marked test
booklets
may not be
used again.
Not
Applicable
Appendices Section
XLII
Test students in a small group setting ALL ALL ALL ALL ALL
Extra time on a test within a testing day ALL ALL ALL ALL ALL
Test individual student separately,
provided that a test examiner directly
supervises the student
1 1 1 1 1
Visual magnifying equipment 1 1 1 1 Not
Applicable
Audio amplification equipment 1 1 1 1 1
Noise buffers (e.g., individual carrel or
study enclosure) 1 1 1 1
Not
Applicable
Special lighting or acoustics; special or
adaptive furniture 1 1 1 1
Not
Applicable
Colored overlay, mask, or other means
to maintain visual attention 1 1 1 1
Not
Applicable
Manually Coded English or American
Sign Language to present directions for
administration (does not apply to test
questions)
1 1 1 1 1
Student marks responses in test booklet
and responses are transferred to a
scorable answer document by an
employee of the school, district, or
nonpublic school
2 2 2 2 Not
Applicable
Appendices Section
XLIII
Responses dictated [orally, or in
Manually Coded English or American
Sign Language] to a scribe for selected-
response items (multiple-choice
questions)
2 2 2 2 Not
Applicable
Word processing software with spell
and grammar check tools turned off for
the essay responses (writing portion of
the test)
2 Not
Applicable 2 2
Not
Applicable
Essay responses dictated orally or in
Manually Coded English to a scribe,
audio recorder, or speech-to-text
converter and the student provides all
spelling and language conventions
2 Not
Applicable 2 2
Not
Applicable
Assistive device that does not interfere
with the independent work of the
student on the multiple-choice and/or
essay responses (writing portion of the
test)
2 2 2 2 Not
Applicable
Braille transcriptions provided by the
test contractor 2 2 2 2
Not
Applicable
Large-print versions
Test items enlarged if font larger than
required on large-print versions
2 2 2 2 Not
Applicable
Appendices Section
XLIV
Test over more than one day for a test or
test part to be administered in a single
sitting
2 2 2 2 Not
Applicable
Supervised breaks within a section of
the test 2 2 2 2
Not
Applicable
Administration of the test at the most
beneficial time of day to the student 2 2 2 2 2
Test administered at home or in hospital
by a test examiner 2 2 2 2 2
Dictionary 3 3 3 3 Not
Applicable
Manually Coded English or American
Sign Language to present test questions
2
Math,
Science,
History–
Social
Science Not
Applicable
2
Math
2
Writing
Not
Applicable
3
ELA 3
Reading,
Listening,
Speaking 3
ELA
2
Writing
Task
Appendices Section
XLV
Test questions read aloud to student or
used audio CD presentation
2
Math,
Science,
History–
Social
Science
2
Math
2
Math
2
Writing
Not
Applicable
3
Reading /
Language
Arts
3
ELA 3
Reading
3
ELA
2
Writing
Task
Calculator on the mathematics tests 3 3 3 Not
Applicable
Not
Applicable
Calculator on the science tests 3 Not
Applicable
Not
Applicable
Not
Applicable
Not
Applicable
Arithmetic table or formulas (not
provided) on the mathematics tests 3 3 3
Not
Applicable
Not
Applicable
Arithmetic table or formulas (not
provided) on the science tests 3
Not
Applicable
Not
Applicable
Not
Applicable
Not
Applicable
Math manipulatives on the mathematics
tests 3 3 3
Not
Applicable
Not
Applicable
Math manipulatives on the science tests 3 Not
Applicable
Not
Applicable
Not
Applicable
Not
Applicable
Appendices Section
XLVI
Word processing software with spell
and grammar check tools enabled on the
essay responses writing portion of test
3 Not
Applicable 3 3
Not
Applicable
Essay responses dictated orally, in
Manually Coded English, or in
American Sign Language to a scribe
[audio recorder, or speech-to-text
converter] (scribe provides spelling,
grammar, and language conventions)
3 Not
Applicable 3 3
Not
Applicable
ssistive device that interferes with the
independent work of the student on the
multiple-choice and/or essay responses
3 3 3 3 Not
Applicable
Unlisted Accommodation or
Modification
Check with
CDE prior to
use
Check with
CDE prior to
use
Check with
CDE prior to
use
Check with
CDE prior to
use
Check with
CDE prior to
use
Appendices Section
XLVII
Appendices Section
XLVIII
List of Internet Resources
Chapter 1—Information on Basic Rights and Responsibilities
• Families and Advocates Partnership for Education -
www.fapeonline.org/
• Learning Disabilities of Association of America (LDA) - http://www.ldaamerica.ixwebhosting.com/aboutld/parents/assessment/evalu
ation.asp
• LD Online – Understanding the IEP Process -
www.ldonline.org/article/Understanding_the_IEP_process
• National Dissemination Center for Children with Disabilities – Services
for Preschoolers with Disabilities - www.nichcy.org/EDUCATECHILDREN/CHILDREN3-5/Pages/default.aspx
• National Dissemination Center for Children with Disabilities – The Due
Process Complaint - www.nichcy.org/EducateChildren/disputes/Pages/dueprocesscomplaint.aspx
• Special Factors in the IEP -
www.ntuaft.com/TISE/Special%20education/Developing%20an%20IEP/Les
sons/special%20Factors%20introduction.htm
• Wrightslaw – Inclusion, Least Restrictive Environment (LRE),
Mainstreaming - www.wrightslaw.com/info/lre.index.htm
• Wrightslaw – Who is Eligible for Protections Under 504…But not Under IDEA - www.wrightslaw.com/info/sec504.who.protect.htm
Chapter 2 - Information on Evaluation/Assessments
• PEER Information Brief – Section 504, the Americans with Disabilities Act, and Education Reform - www.fcsn.org/peer/ess/504ib.html
• Great Schools – Special education evaluation: An overview - www.greatschools.net/LD/identifying/special-education-evaluation-an-
overview.gs?content=666
• Helium – Steps in seeking a special education assessment from your
child’s school - www.helium.com/items/1012237-steps-in-seeking-a-special-
education-assessment-from-your-childs-school
Chapter 3 - Information on Eligibility Criteria
Appendices Section
XLIX
• Learning Disabilities Association of America – Eligibility: Determing
Whether a Child is Eligible for Special Education Services - www.ldanatl.org/aboutld/parents/special_ed/eligibility.asp
• Eligibility under IDEA for Other Health Impaired Children - www.sog.unc.edu/pubs/electronicversions/slb/slbsum02/article2.pdf
Chapter 4 - Information on IEP Process
• Bright Futures Tool for Families – Individualized Education Program
(IEP) Meeting Checklist - www.brightfutures.org/mentalhealth/pdf/families/mc/iep.pdf
• CARSPlus – The Organization for Special Education - www.carsplus.org
• The IEP Team Leaders - www.concordspedpac.org/TeamMembers.html
• LD Online – IEP: The Process - www.ldonline.org/article/6277
• Raven’s Guide to Special Education -
www.seformmatrix.com/raven/raven4.htm
Chapter 5 - Information on Related Services
• Families and Advocates Partnership for Education – Facts-On-Hand
Related Services - www.fape.org/pubs/fape-33.pdf
• Wisconsin Department of Public Instruction – Special Education in Plain Language - www.specialed.us/pl-07/pl07-bd.html
Chapter 6 – Information on Due Process/Compliance Procedures
• California Department of Education – Special Education Dispute Resolution Process - www.cde.ca.gov/ls/cs/k3/dispute.asp
• The National Center on Dispute Resolution in Special Education - www.directionservice.org/cadre
• A Guide for California Parents -
www.dredf.org/special_education/dueprocess.pdf
• U.S. Department of Education – OCR Office of Civil Rights Overview - www.ed.gov/about/offices/list/ocr/index.html
• U.S. Deparment of Education – OCR Case Processing Manual (CPM) - www.ed.gov/about/offices/list/ocr/docs/ocrcpm.html#I_3
• U.S. Department of Education – OCR Complaint Processing Procedures
- www.ed.gov/about/offices/list/ocr/complaints-how.html
• U.S. Department of Education – Questions & Answers on OCR’s Complaint Process - www.ed.gov/about/offices/list/ocr/qa-complaints.html
• Office of Administrative Hearings - www.oah.dgs.ca.gov
Appendices Section
L
• The Basic Special Education Process -
www.law.stanford.edu/program/clinics/youtheducation/pdf/basic_special_ed
_process.pdf
Chapter 9 – Information on Interagency Services (AB 3632)
• California Deparment of Education – Announcements & Current Issues
- www.cde.ca.gov/sp/se/ac/
Chapter 10 – Information on Transition Services, Including Vocational
Education
• California Deparment of Education – Announcements & Current Issues
- www.cde.ca.gov/sp/se/ac/
Chapter 11 – Information on District-Wide Assessments / Graduation
Requirements
• The Act – Services for Students with Disabilities - www.act.org/aap/disab/
• California Department of Education – CMA Participation Criteria and
Definition of Terms - www.cde.ca.gov/ta/tg/sr/participcriteria.asp
• California Department of Education – Algebra/Graduation
Requirement - www.cde.ca.gov/sp/se/fp/algebra1.asp.
• California Department of Education – Exemption for Eligible Students with Disabilities - www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp
• California Department of Education – Assembly Bill 347 Questions &
Answers - www.cde.ca.gov/ta/tg/hs/ab347qa.asp
• CollegeBoard – Students with Disabilities - www.collegeboard.com/ssd
Chapter 14 – Information on the Rights of Students with Significant Health
Conditions
• Disability Rights Education & Defense Fund – Diabetes Care in
California Public Schools - www.dredf.org/diabetes
National Web Resources
• United States Senate - http://www.senate.gov/
• The White House - http://www.whitehouse.gov/
• U.S. Deparment of Education - http://www.ed.gov/
• United States House of Representatives - http://www.house.gov
Appendices Section
LI
• PACER Center - http://www.pacer.org/
• National Dissemination Center for Children with Disabilities (Spanish) - http://nichcy.org/espanol/publicaciones/temasaz
• Autism Speaks - http://www.autismspeaks.org/
• Autism Society - http://www.autism-society.org/
California Web Resources
• Community Alliance for Special Education (CASE) -
http://www.caseadvocacy.org
• Disability Rights California - http://www.disabilityrightsca.org
• California Department of Education – Special Education Director’s Official Letters - http://www.cde.ca.gov/sp/se/lr/ofclmem.asp
• California Department of Education – Clearinghouse of Multilingual
Documents(CMD) - http://inet2.cde.ca.gov/cmd/translatedparentaldoc.aspx?docid=759-768
• California Department of Education – NPS/A Certification Applications
- http://www.cde.ca.gov/sp/se/ds/npsacrtapp.asp
• California Department of Education - http://www.cde.ca.gov/index.asp
• California Department of Education – Special Education -
http://www.cde.ca.gov/sp/se/
• California Statutes - http://www.leginfo.ca.gov/statute.html
• California State Assembly - http://www.assembly.ca.gov/defaulttext.asp
• California State Senate - http://senate.ca.gov/
• California Law - http://www.leginfo.ca.gov/calaw.html
Top Related